Students use quick writing as they write in response to
literature and for other types of impromptu writing.
___ individual Students develop ideas, reflect on what they know about
___ pairs a topic, ramble on paper, and make connections among
___ small group ideas (Tompkins, 2002).
___ whole class
Quickwrites require students to reach inside their minds
and pull out something related to a prompt in order to put
it on paper. They are informal and low-stress ways to
___ warm-up jump-start the brain of each student, particularly those
___ before who may not share in a whole-class brainstorming session.
___ during They are a way for students to connect what they already
___ after know or just learned and to organize their thoughts
enough to write them down.
a topic being studied
STEP BY STEP
1. Teachers model a quickwrite on chart paper, sharing their thoughts about
the current topic of study. This is also a time to model getting stuck and
writing “STUCK” on the chart paper until a new thought surfaces.
2. Students are presented with a question or prompt related to the text they are
about to read. Instruct students to write 5 minutes about whatever comes to
their mind without worrying too much about organization and grammar. The
topic should relate to the text in some way: connection to background
knowledge; a controversial topic or question that relates to student life;
explanations of content concepts or vocabulary; or predictions, summaries,
inferences, and hypotheses.
3. Students who require support due to limited background knowledge can be
frontloaded with a mini-lesson, pictures, etc. Be ready to provide students
with a springboard example.
4. Quickwrites can become a part of a student’s journal and be used as a
formative assessment tool. They can be used as a Ticket-Out-the-Door,
where each student writes a summary of the day’s learning and hands it to
the teacher as a way out of class. After a math teacher read his students’
quickwrites on linear equations, he was able to plan instruction for a review
that would focus students’ practice and talk on:
a. solutions to an equation, and the method of solution
b. linear combination
d. graphic representations
e. consistent, inconsistent intersection, union
f. parallel and coincident
5. Quickwrites can be shared in small group discussion. The group then selects
one person to share out with the whole class.
SCIENCE: Nutrition GOVERNMENT: Vietnam
May 16, 2006 May 11, 2006
Jane Smith Joe Smikowski
Nutrition is very 1960’s hippies with
important to the colored sunglasses
human body. It is and daisies. Weird
about good eating clothing, leather
habits that are a with fringes, and
part of your life long haired guys.
and not an Very bad war with
occasional no purpose. Vets
experience. It is came back
like eating fruit disillusioned and
like apples and felt unsupported by
bananas. You can the American
also eat bread people. Nobody
because it is a wanted to be
grain, but my drafted and guys
mother (2004). Building Reading Comprehension Habits want to
Zwiers, J. who did not in Grades
Wonder Bread Classroom Activities . Melano Park, CA:
9-12: A Toolkit of go to war tried to
waste of time. Association. attend college as a
Milk is a food way to get out of
that should not be going to war. Bill
Prepared by Lisa Guzzardo Asaro and Barry Chute Macomb ISD
skipped. Clinton and George
Bush have been
given grief for not
going to war.